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Communicating Science: Applying Local Lessons on a Global Scale?

What do Hurricane Sandy, the earthquake in Aquila, Italy in 2011, the earthquake of British Columbia last week and climate science have in common? They have all prompted intense debate centred on the effectiveness of scientists at communicating science. A piece in The Guardian is one recent example. In particular, how can uncertainty in model projections or predictions be succinctly but accurately explained in a manner accessible to all who may be impacted by the event?

Recent commentary in the Financial Times on the Aquila earthquake criminal charges highlights the three-way relationship which exists between those who produce knowledge, those who disseminate that knowledge to others and those who desire that knowledge to be outlined to them in a non-complex, straightforward manner. In the broadest sense, these end-users are normally assumed to be the scientists, the media and the public, respectively. However, the on-going difficulties communicating climate science and the other examples mentioned in this post suggest this relationship is failing to function in an ideal manner. Of graver concern is the possibility that scientists will be unwilling to discuss or disclose their findings in the future due to risk of persecution; is a new approach required?

Although its scope is much narrower, the novel approach outlined by Lane et al., 2011 in their Transactions of the Institute of British Geographers paper, ‘Doing Flood Risk Science Differently…’ could act as a model for improved communication of science and subsequent mitigation strategies being implemented in the future on a wider scale. Their case study of flood risk around Pickering, Yorkshire, highlighted the deep understanding of local residents of the hydrological and geomorphological triggers of flood events and Lane et al. emphasise their knowledge directly contributed to a more holistic and effective model of the local flood regime. They suggest local people for whom flooding is a serious hazard should be encouraged and supported to produce knowledge as opposed to being simply involved in a focus group discussing knowledge previously generated by scientists. Provided each user group is willing to invest the necessary effort, this approach appears both sensible and practical specifically due to continued user involvement in each step of the scientific process.